This report describes a plan for using authentic assessment tools in the Fine Arts classroom. The targeted populations were classes of fourth and eighth grade students in two suburban school settings. Analysis of the data about the Fine Arts classes, based on surveys completed by teachers, parents, and students, showed that traditional assessment methods did not focus on acquisition of knowledge. Instead, arbitrary letter grades were assigned to students. Reviews of the literature revealed that current assessments in the Fine Arts were lacking or did not exist. Existing assessments were not authentic representations of student knowledge based on the concepts or lessons provided. A review of solution strategies by knowledgeable others documented the validity of authentic assessment tools such as observation checklists, rubrics, student logs and journals, and portfolios. These tools fit well with the teaching strategies used in the Fine Arts classroom. In interventions implementing authentic assessment in the two classrooms, teachers found that such assessments involved major investments in grading time, working classroom time, and planning time. Authentic assessment tools proved valuable at the middle school level, but more a nuisance at the elementary level. Overall, authentic assessment strategies did result in a better understanding of student progress for both teacher and student than the methods currently being used. Appendixes present 28 survey, consent forms, and evaluation forms used in the classroom. (Contains 93 figures and 40 references.) (SLD)